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We have a fun way to practise your spelling! Spelling Shed is a great way to practise your spellings and have fun by earning honey pots for rewards within the game. Earn points for our class and try to get on the school leader board...

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You should be using Spelling Shed here to be practising your Year 5 and Year 6 words now. Any un-highlighted words in the front of your spelling books are the ones you should be working on.

If you know you have problems with any of the Year 2 words or words that you learned in Year 3 or Year 4 then you should also be working on learning those too - I have added all the lists from Y1 to Y6 lower down this page.

The Spelling SAT will include words from Years 3 to 6  but the focus will be on words from Years 5 and 6. 

What will be in our next formal spelling test?

  • words with prefixes
  • -cial and -tial words
  • -ough words
  • Y5/6 words
  • -tious and -cious words
  • homophones (-ce and -se)
  • -fer words
  • -able / -ible  and  -ably/-ibly words

Some words will be those that we have practiced in class (see below); others will be those that we have not covered (children must be able to apply spelling rules).

  • 'Problem words'

Lots of the children find spelling key words from Y1 to Y4 difficult. I will be including a selection of these in our spelling tests regularly as the children must be able to spell these accurately.

  • Words from the statutory word lists for Y3/4 and Y5/6

The children should already know all the Y3/4 words and have also practised all the Y5/6 words in Year 5.

You can find lists of words in the front of the children's spelling books - any un-highlighted words should be practised regularly at home as these are words that the children cannot currently spell.

Which spelling rule are we currently learning?


'homo' means 'same'.

'phone' means 'sound'.

So 'homophone' means words that sound the same but have different meanings.


There are many, many homophones in the English language - the list below records lots of the KS2 homophones that are covered in school! Don't forget these common ones too:

- your / you're

- to / too / two

- there / their / they're










(for, forwards)




(bigger or better)


(far, far off)


(against, opposite)








(air, flight)


(half or part)





Prefixes are used to build words or alter the meaning of words. Here are some examples of how this week's prefixes can be used in words but there are lots, lots more:


uni-         unicycle    university    universe    unite

bi-           bicycle       biped          binoculars

tri-           tricycle      triangle       triathlon  

semi-      semicircle    semifinal    semiconscious

extra-      extraordinary    extravagant    extraterrestrial

super-     supermarket     superior    supersonic    superhuman

auto-       automatic    automobile    autograph    autobiography

trans-      transfer    transplant    translate    translucent    transparent

tele-         telephone    television    teleport    telescope

circum-   circuit    circumference    circumnavigate

pro-         proceed    progress    prolong    probable

anti-        antiseptic    antibiotic   antibacterial   antidote    antisocial

aero-       aeroplane     aerobics    aerosol    aerial    

aqua-      aquarium    aquamarine    aqualung   aquatic


This is a tricky rule because the one spelling pattern -ough can make six or seven different phonemes (sounds).

Here are some examples - see if you can spot the different phonemes (sounds):


dough    though    although

drought   plough

sought    thought    ought    brought    bought     nought      fought
tough     rough      enough



The children also need to be able to extend these words using affixes (prefixes and suffixes correctly). Here are some examples for a variety of phonemes - you can probably think of lots more:







Year 5 / 6 words

We've been practising hard! There are so many tricky words to learn but we've had lots of practice over the last few weeks. We're focusing on the words beginning with A - F at the moment but we need to learn all of them.

-cious or -tious.

Lots of the -cious words have related root words that end with -ice. Here are some examples:

  • malicious (malice)
  • vicious (vice)
  • precious
  • delicious


Lots of the -tious words have related root words that end with -tion. Here are some examples:

  • cautious (caution)
  • ambitious (ambition)
  • nutritious (nutrition)
  • fictitious (fiction)
  • infectious (infection)


There are also some words that don't fit the above rules:

  • suspicious (suspicion)
  • conscious
  • anxious

Homophones and near homophones

We have starting learning some homophones (homo=same, phones=sounds) - words that sound the same but have different meanings. The children need to know what each word means, which word class it is from and which word is the right one to use in different contexts. We don't know which words will be tested at the end of Y6 in our spelling SAT but we will be concentrating on the following words for now:

         Noun                Verb

  • advise              advice    
  • devise              device
  • practise            practice
  • license             licence

-fer words

We are now learning how different suffixes change the ending for -fer words. Sometimes -fer stays as it is and sometimes we need to use -ferr. If the 'fer 'part of the word is stressed (as in referring or referral), the r becomes rr. If the 'fer' part of the word is unstressed (as in reference), the r remains as it is. This rule works for all the -fer words below.

Example words might include: 

  • refer (refers, reference, referring, referred, referral, referee)
  • prefer (prefers, preference, preferring, preferral, preferred)
  • transfer (transfers, transferring, transferral, transferred)
  • infer (infers, inference, inferring, inferral, inferred)

-able  -ible   -ably   -ibly

We have learned a range of words ending with the statutory rules for -able and -ible, -ably and -ibly.

  • -able and -ably are the most common and are usually the correct ending when we can hear all of the root word. Example words might include:
    • reasonable (reasonably)
    • unavoidable (unavoidably)
    • valuable (valuably)
    • considerable (considerably) and lots more.

Remember that we may have to drop the 'e' from a root word before we add the -able or -ably suffix.


  • -ible and -ibly are less common and are usually the correct ending when we cannot hear all of the root word. Example words might include:
    • possible (possibly)
    • terrible (terribly)
    • legible (legibly)
    • illegible (illegibly)
    • horrible (horribly)
    • flexible (flexibly)
    • sensible (sensibly)
    • edible and lots more.

Remember that we may have to drop the 'e' from a root word before we add the -ible or -ibly suffix.


I have set up an assignment for some -able and -ible words on Spelling Shed. Just log in here and look at your assignments and you should find it.

How can school and families support the children with their spelling?

At home, please practise your spellings for five to ten minutes every night - try to make this fun by playing games, using art materials, getting messy, setting up competitions with each other or by using the internet! I have put together a document outlining 20 ideas for learning and practising spelling at home - see above.

At school, children will be practising their spelling regularly in a variety of different ways as we follow the No Nonsense Spelling scheme. They will be encouraged to be independently checking and improving their own spelling and partners will be able to help each other.

I will provide word lists (in spelling books or on this page) to focus on at home. On occasion, I may also produce wordsearches or other games to help to make practice more fun!


Why should children practise their spelling?

As part of the new primary curriculum, the government have placed an increased emphasis on being able to spell well. Spelling must be accurate in all lessons (including in English, Maths and Topic), in the children's independent written work as well as in spelling tests.


How will spelling be assessed?

Spellings will be tested weekly. These tests will be made up of some of the words following the patterns/rules that are currently being practised in class and those that have been studied previously. Some words from the Year 3/4 and Year 5/6 spelling lists will also be included along with personal 'problem' words.


Testing will either be formal, when results will be recorded by the teacher, or will take place in pairs, when partners will be helping each other to correct mistakes and highlight misconceptions. The intention of carrying out testing in this way is that children become better spellers and won't just learn words for a test without applying their learning.


What are the expectations for spelling in Y6?

Children are expected to include an increasing number of advanced words in their written school work. By Year 6, it is expected that all Year 3, 4, 5 and 6 words are now being spelled correctly with very few errors - I have collated the National Curriculum rules and word list and it is available below. On this list you can see which are the Year 3/4 or Year 5/6 words.


Children are able to use word mats, dictionaries and classroom resources to support their spelling during class work but not during spelling tests.